Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices

Preparing for Virtual Student Teaching: a Presence + Experience Design Case

“…For example, the 237 students were purposefully placed in small groups with peers in their program who shared a supervising teacher for their field placements. To support discourse and foster a climate for learning, each of the six discussions had a focused prompt (Johnson et al, 2019 ), clear parameters, netiquette guidelines, instructions for participation, and support for using the assigned medium effectively (Shea et al, 2010 ).…”

“…Previous research demonstrated the PEF’s potential for informing the design of standalone, online learning experiences (Johnson et al, 2019 ) and semester-long online courses (Dunlap et al, 2016 ) in teacher education. This design case details the process for designing an intensive, large enrollment, online course with the PEF and student perceptions of the resulting product.…”

“…Setting the instructional climate is essential for attending to social presence along with supporting discourse. Many methods for promoting social presence have been explored, from creating conversation spaces for students to socialize (Correia, 2020 ) to designing purposeful prompts for guiding reflective discourse (Johnson et al, 2019 ). Finally, cognitive presence is learners’ ability to construct meaning in a learning environment and is viewed as fundamental to achieving course outcomes (Garrison et al, 2000 ).…”

“…Setting a climate that fosters strong discussion is an essential CoI strategy and was intentionally integrated in the Examining phase: termed Reflect and Discuss in this design case (Johnson et al, 2019 ). Teaching presence was further incorporated through specific directions for each discussion, explicit expectations and prompts for each group to engage, support for using the discussion medium, and timely feedback to groups (Shea et al, 2010 ).…”

“…The PEF integrates the descriptive nature of the Community of Inquiry (CoI) Framework (Garrison et al, 2000 ) with Experiential Learning Theory’s prescriptive phases of instruction (Kolb, 1984 ). In proposing their model, Dunlap et al ( 2016 ) noted that attending to the social, teaching, and cognitive presences in online course design engages “students and teachers in community-oriented, knowledge-building interactions” (p. 146), which have been shown to lead to improved learning outcomes (Castellanos-Reyes, 2020 ; Johnson et al, 2019 ). Situating these interactions within cycles of Experiencing, Examining, Explaining, and Applying is intended to more effectively sequence and organize instruction; facilitate student interactions with peers, content, and the instructor; and systematically inform the incorporation of CoI strategies (Dunlap et al, 2016 ; Kolb, 1984 ).…”